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Special Education |
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SPED 524 - Curriculum Development for Learners with Severe Disabilities I (3 credits)
Prerequisite: SPED 202 with a minimum grade of “B” or SPED 211 with a minimum grade of “B” or SPED 510 with a minimum grade of “B” or consent of the graduate program coordinator
See Addenda for changes to this course, effective Spring 2018.
This course will focus on current best practices in curriculum and methods for students with severe disabilities. It will focus on curriculum-based assessment, IEP development, systematic instruction in substantially separate and inclusive classrooms and community settings by emphasizing evidenced-based instructional strategies to prepare students with severe disabilities for appropriate and meaningful participation in major life activities.
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SPED 525 - Curriculum Development for Learners with Severe Disabilities II (3 credits)
Prerequisite: SPED 524 with a minimum grade of “B” and successful completion of all MTEL® requirements for initial licensure in severe disabilities
See Addenda for changes to this course, effective Spring 2018.
This course provides further development of issues addressed in SPED 524. The course provides knowledge concerning advanced instructional and management strategies that can enhance the quality of life of individuals with severe disabilities. Fundamental concepts/strategies relating to social interactions, employability, constructive use of leisure time, managing behavior, communication interventions, transition planning, academic curricula and medication management are addressed. Development of a full case study, including an IEP and curriculum planning, will be covered. Field-based experience is required.
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SPED 527 - Early Childhood Learner with Special Needs (3 credits)
This course will examine early childhood special education practices for both the inclusive and substantially separate settings. Areas of concentration will include: the history of early care for children with exceptionalities, a review of normal early childhood development, risk conditions in pre- and post-natal care, assessment of young children, procedures for referral and placement, and developmentally appropriate curriculum strategies. Special attention throughout the course will be placed on the role of families in partnership with caregivers and educators.
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SPED 529 - Comprehensive Assessment for Students with Severe Disabilities (3 credits)
Prerequisite: SPED 510 with a minimum grade of “B” or consent of graduate program coordinator
Comprehensive Assessment for Students with Severe Disabilities is an advanced graduate course designed to provide students with an overview of assessment practice, methodologies, and instruments used to assess learner capacity, achievement and progress. Participants will learn pragmatic skills for observing, recording, analyzing and reporting learner performances. The course facilitates practical opportunities to administer formal and informal assessment techniques using contemporary problem-solving models reflecting current emphasis on inclusion and accountability in education for all children. The course will emphasize ecological assessment strategies and discrepancy analysis techniques targeting students with severe learning challenges. Significant fieldwork using formal and informal assessment techniques with actual subjects at the levels of licensure sought is an ongoing expectation of this course. Offered fall and spring semester.
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SPED 530 - Assessment Procedures in Special Education (3 credits)
Prerequisite: SPED 202 with a minimum grade of “B”; or SPED 510 with a minimum grade of “B”; or matriculation in the master’s in special education
See Addenda for changes to this course, effective Spring 2018.
This course will focus on the administration, analysis and interpretation of standardized and other assessment data, with consideration of cultural and linguistic applications. Emphasis will be on the developing of instructional programs from the data and the providing of information to professionals and parents. Field experience will be included.
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SPED 532 - Introduction to Transition Planning (3 credits)
Prerequisite: Matriculation in a special education licensure program or consent of graduate program coordinator
This course is designed to introduce students to the methods and procedures that can be used to prepare students with disabilities for adulthood. This course will review the foundations and implementation of transition education by demonstrating a range of up-to-date, evidence-based transition practices, including practices that support college career readiness standards and an understanding of complex adult services systems. This course requires 10 hours of field-based experience which may be completed at volunteer or paid employment settings. Offered annually. This course may be used as an elective in the Special Education Masters programs or may be included in seeking the Transition Specialist Endorsement. This course may not be used for initial licensure.
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SPED 533 - Assessment Procedures for Transition in Special Education (3 credits)
Prerequisite: Matriculation in a Special Education licensure program or consent of graduate program coordinator
Assessment Procedures in Transition is an advanced three-credit graduate course that is designed to provide previously licensed students with an overview of transition assessment practice, methodologies and instruments used to assess learner capacity, achievement and progress, as well as system evaluation of the transition process for a school district, program or school. Assessment strategies include but are not restricted to, conducting, interpreting, and overseeing individualized formal and informal transition assessments to ascertain interests, strengths, preferences, aptitudes and needs related to competitive employment, education, training, and independent living; developing individualized appropriate measurable postsecondary goals, and annual Individualized Educational Program goals based on the individualized transition assessment results; and transition service delivery. Offered annually. This is the second of a four course sequence whereby qualified candidates will earn a Transition Specialist Endorsement from the DESE.
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SPED 534 - Curricula and Program Design for Transition in Special Education (3 credits)
Prerequisite: Matriculation in a special education licensure program or consent of graduate program coordinator
This is an advanced three-credit graduate course that is designed to provide previously licensed special education candidates with specific competencies for implementing best practice in postsecondary education, competitive integrated employment, independent living and community participation. Program development strategies include but are not restricted to, implementing social skills training, positive behavioral supports, assistive technology as related to transition goals, and development of self-determination skills across all settings. Offered annually. This is the third of a four course sequence whereby qualified candidates will earn a Transition Specialist Endorsement from the DESE.
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SPED 550 - Seminar in Special Education (3 credits)
Prerequisite: EDMC 530 with a minimum grade of “B” and completion of 24 semester hours in the MEd in Special Education program and consent of the graduate coordinator
See Addenda for changes to this course, effective Spring 2018.
An advanced study of major theoretical and contemporary issues influencing special education. Emphasis will be on curriculum, methodology, educational theory and research aspects with classroom application. Each participant will undertake an extensive study of a significant issue in special education.
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SPED 551 - Autism Spectrum Disorders (3 credits)
This course examines the spectrum of disorders associated with Autism, a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that affects a child’s performance. The characteristics of the various conditions found within the umbrella of “Autism Spectrum Disorders” will be examined and reviewed in relationship to the specific needs of children with such characteristics. Issues including the emergence of the broad range of associated disorders; trends in treatment; effective behavior management strategies; implications for parents, families, and caregivers; medical factors; early intervention techniques; speech and language difficulties; and school connections will be explored. An emphasis will be placed on techniques to effectively address the behavioral needs of children with Autism Spectrum Disorders in the classroom. The importance of family involvement and strategies for teaming with parents will be emphasized throughout all discussions.
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SPED 555 - Field Experience in Special Education (3-6 credits)
Prerequisite: Completion of 24 credits in the MEd in Special Education program or consent of the advisor
A field experience that offers qualified students the opportunity to gain practical off-campus experience in special education. Placements are in public and private agencies and are designed to complement the student’s study in special education; a minimum of 10 clock hours per credit is required in the field.
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SPED 559 - Study Tour: Multicultural Perspectives in Special Education and Communication Disorders (3 credits) Cross Listed with COMD 559
Prerequisite: Dependent on itinerary
This is a faculty led study tour to investigate how individuals with special needs and/or communication disorders are treated educationally and socially in cultures outside the United States. This course may be repeated for different itineraries.
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SPED 560 - Teaching Students with Special Needs through Direct/Explicit Instruction (3 credits)
This course will provide students with information on the design of instruction for students with diverse learning needs. Procedures will be addressed which examine the relationship between the academic achievement of students and instructional design. Critical instructional design dimensions and teacher delivery include a) knowledge forms, b) the generic instructional set, and c) a principle design network. These dimensions will be applied and illustrated in the areas of language, beginning reading, mathematics, reading comprehension, expressive writing, content instruction and management.
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SPED 561 - Advanced Strategies in Behavior Management (3 credits)
Prerequisite: SPED 302 or SPED 575
This course will provide advanced information relative to management strategies for the behavior and emotional problems of all learners. This course will go beyond the basics of behavior management and behavioral analysis. It will focus on interventions from all approaches including the psychodynamic, biochemical and ecological models, including commercial programs. A practical application emphasis will be highlighted.
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SPED 562 - Psycho-education in the Classroom (3 credits)
See Addenda for changes to this course, effective Spring 2018.
The primary purpose of this course is to provide students with the current knowledge and professional skills necessary for the design, implementation, monitoring and effectiveness of psycho-educational interventions with children and adolescents in school settings. Emphasis is placed upon students acquiring a functional understanding of the process associated with psycho-educational interventions in school. The course will cover intervention planning for specific academic, neurological and psychological childhood disorders.
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SPED 563 - Ethical and Legal Issues in Special Education (3 credits)
Prerequisite: SPED 202 or SPED 510 or matriculation in the Master’s Degree Program in Special Education or consent of the graduate coordinator
See Addenda for changes to this course, effective Spring 2018.
This course is designed to assist professionals to develop a critical and reflective sense of how law, ethics and democratic ideals affect the contexts of teaching in general and special education. Topics include the effective educator, school law, rights and responsibilities, ethical codes, current events and best practices. Participants will analyze specific school controversies and the interpretations of legal mandates and ethical codes applications.
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SPED 565 - Instructional Strategies for Students with Mathematics Learning Difficulties (3 credits)
See Addenda for changes to this course, effective Spring 2018.
This course will cover the areas of research, assessment and instructional alternatives for students with moderate needs who need individualized or small group mathematics instruction. Participants will explore formal, informal and curriculum based assessment tools, as well as specific instructional methods for conceptual and procedural knowledge and problem-solving skills. Participants will also develop a deeper understanding of the essential mathematics skills required for students and teachers.
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SPED 575 - Behavior Interventions in Special Education (3 credits)
See Addenda for changes to this course, effective Spring 2018.
This course will focus on the background, basic principles and techniques necessary for effective development of behavior with special needs students. Emphasis will be placed on behavioral procedures that have been found effective for individual and classroom use, including the ability to systematically observe and record student behavior. Other interventions and their applications to special education settings will also be considered. Introductory background information in special education is beneficial to succeed in this course.
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SPED 582 - Technology for Special Populations (3 credits)
This course will develop technology skills for teachers to include students with and without disabilities in general and special education program environments. It will focus on the use of low-tech and high-tech methodologies, basic assistive technology assessment skills and augmentative communication. The handicaps. Emphasis will be placed on selecting the appropriate tool to match an identified need. Special education legal requirements for technology will be included.
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SPED 583 - Introduction to Applied Behavior Analysis (3 credits)
This course will introduce students to basic concepts and principles of behavior analysis as they relate to children and adolescents, with an emphasis on students with Autism Spectrum Disorders and related developmental disabilities. Students will become knowledgeable about evidence-based interventions, based on basic principles of behavior, for intervening on behalf of children and adolescents in educational settings. Topics will include ethics, how to conduct Functional Behavior Assessment (FBA), reinforcement procedures to increase behavior, punishment and non-punishment procedures to decrease behavior, data collection systems, generalization, self-management techniques, and discrete trial teaching. Students will also develop their own behavior management program in a culminating project. Offered spring semester.
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SPED 584 - Practicum: Transition Planning (3-6 credits)
Prerequisite: SPED 532 and SPED 533; and SPED 534, which may be taken concurrently with consent of advisor, graduate program coordinator, and coordinator of field placement; formal application required
The focus of this practicum is to develop the skills to be competent in facilitating successful transition for young adults with disabilities from school to employment ages 14-22 in accordance with the guidelines established by the Massachusetts Department of Elementary and Secondary Education. This experience includes completion of a 150 hour field-based experience that includes providing transition services for transition-aged students with disabilities with IEPs, in collaboration with their families, community members, and other relevant professionals. 603 CMR 7.14(4)(c)
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SPED 593 - Practicum: Severe Disabilities (6 or 12 credits)
Prerequisite: Acceptance and retention in the Professional Education Program and satisfactory completion of program requirements and consent of the Field Experience Office in the College of Education and Allied Studies
See Addenda for changes to this course, effective Spring 2018.
This practicum involves a minimum of 150 hours to earn six credits or a minimum of 300 hours to earn 12 credits. Candidates will teach in the role of the licensure sought under the direction of a qualified cooperating practitioner and college supervisor. This practicum may be repeated for a total of 12 credits. Offered fall and spring semesters.
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SPED 594 - Practicum: Moderate Disabilities (PreK-8) (6 or 12 credits)
Prerequisite: Acceptance and retention in the Professional Education Program and satisfactory completion of program requirements and consent of the Field Experience Office in the College of Education and Allied Studies
See Addenda for changes to this course, effective Spring 2018.
This practicum involves a minimum of 150 hours to earn six credits or a minimum of 300 hours to earn 12 credits. Candidates will teach in the role and at the level of licensure sought (PreK-8) under the direction of a qualified practitioner and college supervisor. This practicum may be repeated for a total of 12 credits.
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SPED 595 - Practicum: Moderate Disabilities (5-12) (6 or 12 credits)
Prerequisite: Acceptance and retention in the Professional Education Program and satisfactory completion of program requirements and consent of the Field Experience Office in the College of Education and Allied Studies
See Addenda for changes to this course, effective Spring 2018.
This practicum involves a minimum of 150 hours to earn six credits or a minimum of 300 hours to earn 12 credits. Candidates will teach in the role and at the level of licensure sought (5-12) under the direction of a qualified practitioner and college supervisor. This practicum may be repeated for a total of 12 credits.
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TESL 499 - Directed Study in Teaching English to Speakers of Other Languages (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. May be taken for a maximum of six credits.
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Swahili |
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LASW 101 - Elementary Swahili I (3 credits)
This introductory course will provide students with the basic structures and vocabulary of Swahili in a communicative and functional way. Students will also learn about language contact with Arabic, Portuguese, English and other languages that have influenced Swahili language and culture. (CGCL; CHUM)
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LASW 102 - Elementary Swahili II (3 credits)
Prerequisite: LASW 101 or consent of instructor
This is a second-semester introductory course in Swahili, which will continue to provide students with the basic structures and vocabulary in a communicative and functional way. Students will continue to learn about language contact with Arabic, Portuguese, English and other languages that have influenced Swahili language and culture. Offered spring semester. (CGCL; CHUM)
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Teaching English to Speakers of Other Languages |
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TESL 120 - Sheltered Content Instruction (3 credits)
This course will provide students with techniques and strategies of curriculum design to meet the needs of culturally and linguistically diverse students at different levels of English proficiency. It will focus on sheltered English immersion (SEI) for a variety of English proficiency levels and content areas. Participants will explore the role of culture in second language teaching and learning and gain knowledge of the laws and regulations that protect English language learners (ELLs) in Massachusetts schools. Course participants will use the current curricular standards for ELLs for their grade level(s) and subject area(s). Field experience is required. Offered annually.
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TESL 140 - Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Various and special topics of interest in teaching English to speakers of other langauges (TESOL) will be offered from time to time; this will allow for timely and relevant information to be explored. Topics change each semester. May be repeated for up to nine credits for different topics. Offered annually.
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TESL 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS; CWRT)
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TESL 201 - Strategies for Multilingual Learners (3 credits)
This course will provide an introduction to the theories and methods of Teaching English to Speakers of Other Languages (TESOL). Participants will explore theories and models of second language acquisition and compare these to theories of first language acquisition. They will gain awareness in the factors, both contextual and individual, that impact language acquisition. Participants will gain understanding of the emotional, social and intellectual implications of the process of learning a second language and learn to apply culturally and linguistically responsive pedagogy. Offered annually. (Formerly TESL 101)
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TESL 203 - Cultural Issues in Teaching English as a Second/Foreign Language (3 credits)
This course focuses on the relationship between language learning, culture and identity. Students will analyze cross-cultural interactions and social factors of language use and will practice applying intercultural competence principles to work effectively with English language learners. Students will reflect on cultural diversity and power dynamics; and explore strategies for promoting cultural awareness in the foreign and second language classrooms. Offered fall, spring and summer. (CMCL)
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TESL 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSPI; CSYS)
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TESL 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS; CWRT)
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TESL 305 - Linguistics for Teaching English as a Second/Foreign Language (3 credits)
This course provides an introduction to the structure of human language, including the major areas of linguistics: phonetics, phonology, morphology, syntax, semantics and pragmatics. Students will analyze the linguistic complexity in second language acquisition, with special attention to the English language, and explore the application of linguistic principles to language teaching. Offered fall, spring and summer.
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TESL 501 - Second Language Teaching and Learning (3 credits)
This course is designed to address the current PreK-12 curricular standards for English language learners (ELLs) in Massachusetts. It will provide an introduction to teaching and learning a second language in PreK-12 classroom settings. Participants will explore instructional approaches to second language learning and the theories and models behind them. They will investigate the emotional, social and intellectual implications of the process of learning a second language and consider learner variables such as age, English proficiency and student home culture in planning culturally responsive instruction for second language learners in a cross-cultural setting.
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TESL 503 - Directed Study (1-3 credits)
Prerequisite: Permission of advisor and graduate coordinator
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the College of Graduate Studies section of this catalog. May be repeated for a maximum of six credits.
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TESL 504 - Sheltered Content Instruction: Principles and Practices (3 credits)
This course is designed to equip teachers with the knowledge and skills to effectively organize, implement and differentiate content area instruction for English language learners (ELLs) at different levels of English proficiency. It will focus on evidenced-based practices for providing standards-based sheltered content instruction that includes teaching strategies for developing and integrating language skills. Participants will learn ways to address students’ backgrounds and cultures in instruction, integrate practice in speaking, listening, reading and writing, and adapt materials for subpopulations of ELLs, such as students with limited or interrupted formal education (SLIFE), long-term ELLs, gifted ELLs, and ELLs with exceptionalities. Course participants will discuss ways ELL teachers can collaborate with content-area teachers to engage ELLs in higher-order thinking and to provide ELLs with access to grade-level curriculum. Participants will use the current curricular and language development standards for their grade level(s) and subject area(s). Field experience may be required.
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TESL 505 - Reading and Writing in the Sheltered Content Classroom (3 credits)
This course will provide an introduction to methodology of content area reading and writing instruction to English language learners (ELLs). Linguistically diverse students require pedagogical approaches that address particular needs, including oral and native language proficiency. Particular attention will be placed on reading and writing instruction, and study skills in the content areas.
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TESL 506 - Assessment for Equity and Inclusion of Linguistic and Cultural Differences and Exceptionalities (3 credits)
This course is designed to develop the knowledge and skills necessary for selecting, adapting, designing and interpreting assessments for PreK-12 English language learners (ELLs). The course will include discussion of appropriate assessment procedures for assessing culturally and linguistically diverse students, including formal, informal, alternative and self-assessments, as well as practice interpreting assessment results and planning future instruction and/or program placement based on those results. Participants will learn to effectively distinguish between and assess ELLs’ language proficiency, including academic language proficiency, and mastery of content matter. Participants will also consider ways in which linguistic and cultural differences affect assessment outcomes, how to evaluate assessment results’ validity and reliability for English learners, and best practices for assessing ELLs with exceptionalities.
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TESL 507 - Research for Teaching English to Speakers of Other Languages (TESOL) (3 credits)
Prerequisite: Matriculation in the TESOL, MAT; and consent of graduate program coordinator after completion of four or more courses in either the MAT in TESOL licensure or non-licensure program
This course describes fundamental concepts and practices for educational research and specifically for teaching English to speakers of other languages by covering specific applications of research methods to problems in TESOL education. Emphasis is placed on review and critique of TESOL research, including methods for the study of linguistics and second language acquisition, (e.g., corpus analysis, discourse analysis, contrastive analysis, elicitation procedure); applications for working with sheltered English immersion teachers, administrators, and content leaders; and methods for the assessment and instruction of English learners.
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TESL 509 - Supporting English Language Learners in Urban Schools (3 credits)
This course addresses the unique challenges and opportunities in educating English language learners in urban contexts. Participants will discuss characteristics of urban contexts and consider the diverse needs of different ELLs subgroups as they acquire English and content knowledge in urban learning contexts. With social justice in mind, participants will generate topics of inquiry and engage in dialogue to explore ways of promoting excellence for all learners. Offered annually.
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TESL 512 - Sheltered English Immersion Endorsement for Licensed Teachers (3 credits)
This course will provide teachers with the knowledge and skills to effectively shelter content instruction and provide teachers with methods and strategies to integrate language and literacy development into content-area instruction when teaching English Language Learners (ELLs) in kindergarten through Grade 12. Teachers will develop a better understanding of social and cultural factors influencing ELL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELLs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary comprehension, reading and writing practices, and content-area reading-writing technology connections. May be repeated for a total of six credits. Offered fall, spring and summer.
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TESL 560 - Special Topics in Teaching English to Speakers of Other Languages (1-3 credits)
Special topics of current relevance in teaching English to speakers of other languages will be offered from time to time. The topics addressed will be announced prior to registration. May be taken more than once with consent of the advisor, or as a professional development course. May be repeated for a maximum of 12 credits.
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TESL 595 - Practicum: Teacher of English to Speakers of Other Languages (3-6 credits)
Prerequisite: Acceptance and retention in the professional education program, satisfactory completion of program requirements, consent of the Field Experience Office in the College of Education and Allied Studies, and passing scores on the MTEL® English as a Second Language
This practicum is a supervised full-time clinical experience which spans one semester. Candidates are assigned by the College of Education and Allied Studies to an appropriate classroom that serves English Language Learners (ELLs) where they will work to develop and refine their teaching skills. Candidates will have the opportunities to observe ELL students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site cooperating practitioner and a faculty member from the TESOL program. Candidates must demonstrate the competencies required for initial teaching licensure via a preservice performance assessment and completion of all program requirements.
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Theatre Arts |
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THEA 110 - Theatre Appreciation (3 credits)
This course introduces the student to the roles of theatre artists, the special nature of live theatrical performances, the art of theatre as an expression of human experience and to the richness and variety of the heritage of the theatre. Theatre attendance is required. This course is suitable for students from a variety of majors other than theatre seeking a basic knowledge of theatre. Offered either semester. (CFPA)
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THEA 115 - Play Production (3 credits)
This course introduces the student to the processes involved in the creation of theatre art. The student develops an understanding of the aesthetics and conventions of the theatrical event through observation and structured applied experience in the basic practices involved in planning and performing. Theatre attendance is required. Students will be required to participate in production related duties in support of theatre and dance productions throughout the semester. Theatre arts majors must complete this course within the first 30 credits to receive degree credit. Offered either semester. (CFPA)
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THEA 120 - Introduction to Acting (3 credits)
This course is an introduction to and provides practice in the various components of stage acting through an exploration of self-awareness, vocal and physical concerns of the actor, basic acting theory, characterization, script analysis, as well as scene and monologue performances. Theatre attendance is required. (Not open to students with a concentration in Theatre Arts.) (CFPA)
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THEA 140 - Theatre Performance Practicum (1 credit)
Prerequisite: Audition required
Credit is given for 60 or more hours per semester of rehearsal and performance time in a major production. May be repeated for a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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THEA 147 - Musical Theatre Performance Practicum (1 credit)
Prerequisite: Audition required
Credit is awarded for 60 or more hours per semester of rehearsal and performance time in a major musical theatre production. May be repeated five times for a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
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THEA 157 - Movement for the Actor (3 credits)
This course focuses on one of the most important aspects of actor training: movement for the stage, addressing techniques, styles and foundations of movement. Through solo and group exercises, as well as prepared performances, students will gain basic proficiency in proper postural alignment, centering, kinesthetic awareness and response, the variables of movement, the fundamentals and vocabulary of Laban theory and technique and the fundamentals of stage combat.
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THEA 160 - Stage Makeup (3 credits)
Students will learn the principles and techniques of applying stage makeup, including realistic and non-realistic, and two-dimensional and three-dimensional makeups. In addition, students will study facial anatomy, the aging process, and the principles of light and shadow as they apply to stage makeup.
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THEA 162 - Costume Technology (3 credits)
This course covers the principles and techniques of costume technology, including hand and machine sewing, and textile basics. Students will be introduced to pattern draping and drafting flat patterns for theatrical costumes. Offered alternate spring semesters.
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THEA 170 - Technical Theatre Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of technical work on a major production. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. May be repeated for a maximum of 12 credits. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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THEA 172 - Theatre Costume Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in costume production for theatre and dance. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. May be repeated for a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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THEA 174 - Technical Theatre Production (1.5 credits)
This course introduces students to basic technical theatre production methods and skills in lighting, sound, scenic construction and painting. This course meets once weekly for one quarter, spring term, alternate years. It is intended to be taken with THEA 162 Costume Production in the same term. An additional laboratory of 10 hours to be scheduled is required.
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THEA 185 - Theatre Management Practicum (1 credit)
Prerequisite: Consent of instructor
Credit is given for 60 or more hours per semester of work in audience development, publicity, box office and house management activity in connection with departmental productions. One of the required four practicum credit hours must be earned in this course. Attendance at an organizational meeting is required at the beginning of each semester. May be repeated for a maximum of six credits. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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THEA 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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THEA 210 - Oral Interpretation (3 credits)
Analysis and oral reading of prose, poetry and drama; individual and group forms, theory and practice. (CSPK)
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THEA 211 - Voice Production for Theatre (3 credits)
This course provides an analysis of each student’s vocal habits in performance. Exercises that concentrate on good vocal habits and techniques for the performing artist, training in physical perception of the sounds of “good American speech” and manipulation of the variables of speech for stage interpretation are included. The course provides an introduction to the vocal performance of Shakespeare. Offered spring semester.
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THEA 220 - Play Analysis for Production (3 credits)
The objective of the course is to train theatre artists in methods of play analysis for production, which can be applied to diverse periods and styles. The works explored range through early Greek, Elizabethan, Neoclassicism, Realism, and Post-Realism. Theatre attendance is required. Offered fall semester.
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THEA 222 - Asian Theatre (3 credits)
This course introduces the student to the theatre of several Asian cultures and their aesthetic foundations in myth and ritual. Included are Sanskrit, Chinese, Japanese and other Asiatic traditions. Offered spring semester. (CFPA; CGCL; CMCL)
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THEA 226 - Children’s Theatre (3 credits)
Theatre for the child audience: the study of styles and structures for children’s theatre and analysis of representative theatre pieces for children. Opportunity for performing selected pieces. (CFPA)
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THEA 230 - Creative Dramatics (3 credits)
This course develops creative faculties through the use of dramatic play in laboratory sessions as well as classroom activity. Offered alternate years. (CFPA)
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THEA 236 - The American Musical Theatre (3 credits)
Major trends in the evolution of the American Musical Theatre from its origin to the contemporary Broadway musical. Examination of major works of leading composers, librettists, performers, producers and choreographers. (CFPA; CWRT)
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THEA 242 - Acting I (3 credits)
Development of appreciation and basic skills in the fundamentals of acting. Introduction to established systems of acting and to character and script analysis. Theatre attendance is required. Offered spring semester.
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THEA 243 - Acting II (3 credits)
Prerequisite: THEA 242 or consent of instructor
Advanced problems and projects, with intensive scene analysis and character analysis. Theatre attendance is required. Offered alternate years.
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THEA 247 - Performing the Musical (3 credits)
The course is a laboratory experience in the performance of musical theatre. The student studies the aspects of movement, singing and acting as they are unique to musical theatre performance. Songs, dances and scenes will be staged, directed and critiqued.
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THEA 252 - Dance for Musical Theatre (3 credits)
This course is a practical survey of several of the major choreographic influences in the American Musical Theatre as a means towards studying the major approaches to dance within the genre. Students will study and practice choreography of key figures such as Helen Tamiris, Jack Cole, Jerome Robbins, Bob Fosse and Twyla Tharp. Combinations of original choreography will be taught, and students will present choreographic projects based on the work of these and other choreographers in the genre. Previous dance experience is strongly advised.
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THEA 265 - Costume Design (3 credits)
This course introduces students to the process of costume design with emphasis on fashion research, character analysis, and drawing and painting costume renderings. Meets five hours weekly. Offered alternate years.
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THEA 272 - Stagecraft (3 credits)
This course examines the techniques and practices of theatrical production including: tools of the trade, theatrical spaces, stage rigging, scenic construction and painting, and theatrical safety. Students will participate in classroom lectures as well as practical projects. Additionally, students will be required to participate in scenery related duties in support of theatre and dance productions throughout the semester. Meets five hours weekly. Offered fall semester.
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THEA 280 - Theatre Management (3 credits)
This course covers the business aspects of theatrical production: publicity, programs, financing, ticket sales and house management.
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THEA 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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THEA 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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THEA 319 - Latin American and Latino Theatre (3 credits)
Prerequisite: ENGL 102; and THEA 110 or THEA 115
Theatre created by Latino/a playwrights and performers has served as a vehicle for both artistic expression and social and political change. Organized geographically, this course begins with work representative of the Southern Cone and then considers the Chicano, Puerto Rican and Cuban American experiences in light of issues such as hybridized identities, language, immigration and generational conflict. Representative works by contemporary Latino/a and Latin American playwrights will be examined and will be supplemented by critical texts, film and recordings of live performance. Through analysis of these texts and their productions, students will gain an understanding of common themes and distinct styles of Latino/a performance. Offered annually. (CFPA; CGCL; CMCL; CWRT)
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THEA 326 - Children’s Theatre Tour (3 credits)
Prerequisite: THEA 226
This course offers students the opportunity to create original theatre pieces geared to young audiences. The class will tour schools in Southeastern Massachusetts throughout the semester as part of Bridgewater State University outreach programs. Bridgewater students will have a performing and production experience similar to many professional touring children’s theatre companies.
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THEA 340 - Laboratory Theatre Production Lab (1 credit)
Corequisite: THEA 347
Prerequisite: Junior or senior standing
Students registering for this course must also register for the corequisite course, THEA 347; and they must participate in rehearsals to be arranged over the course of the semester outside of class time. May be taken twice for credit. Offered fall semester.
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THEA 343 - Acting for the Camera (3 credits)
Prerequisite: COMM 250 or THEA 210
This course develops specialized techniques necessary for performance as an actor for film or television.
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THEA 346 - Speech and Text for the Actor (3 credits)
Prerequisite: THEA 211 and THEA 242
This course will provide students with advanced analytical, vocal, speech and interpretive techniques associated with performing dramatic literature that is constructed on highly artificial language and/or requires virtuosic vocal performance. Through the study of three or four dialects, students will also learn a system for achieving stage dialects.
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THEA 347 - Laboratory Theatre Production (3 credits)
Corequisite: THEA 340
Prerequisite: Junior or senior standing
Analysis and practice in selection of play scripts, acting and directing techniques in rehearsal, culminating in the performance of a production. Entrance to the course is by audition or interview. Students registering for this course must also register for the corequisite course, THEA 340. May be taken twice for credit. Offered fall semester.
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THEA 376 - Lighting Design (3 credits)
This course discusses the essential principles and functions of theatrical lighting. Students will gain hands-on experience with modern lighting equipment, and will learn the fundamentals of lighting composition (color, angle, intensity) and design for theatre, dance and architecture. Students will be required to participate in lighting related duties in support of theatre and dance productions throughout the semester. Offered alternate spring semesters.
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THEA 378 - Scenic Design (3 credits)
Prerequisite: THEA 272
This course discusses the essential principles and aesthetics of theatrical scenic design. Students will learn historical design approaches and compositional concepts. These concepts will be applied in projects that include scenic drawings, model building, and full non-realized scenic designs. Students will be required to participate in scenery related duties in support of theatre and dance productions through the semester. Offered alternate spring semesters. (Formerly THEA 278)
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THEA 399 - Topical Studies (3 credits)
Variable contemporary topics in theatre. May be repeated for different topics. Offered either semester.
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THEA 421 - Theatre History I (3 credits)
Trends in dramatic and theatrical developments throughout the western world from ancient Greece to the 17th century. Offered fall semester. May be taken for graduate-level credit.
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THEA 422 - Theatre History II (3 credits)
Trends in dramatic and theatrical developments throughout the western world from the 17th century to the present. Offered spring semester. May be taken for graduate-level credit.
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THEA 430 - Playwriting (3 credits)
Appreciation of the nature of the play as an art form. Analysis of plays of various types. Practice in writing. May be taken for graduate-level credit.
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THEA 431 - Directing I (3 credits)
Prerequisite: THEA 220 and THEA 242; or consent of instructor
Basic knowledge and techniques for the beginning director. Play analysis, composition, movement, characterization and rehearsal. Offered spring semester. May be taken for graduate-level credit.
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THEA 442 - Acting Styles (3 credits)
Prerequisite: THEA 157 and THEA 211 and THEA 242
Analysis and practice of styles of acting and staging methods of selected historical periods and modern movements considered classics in the development of theatre, including the Greek, Elizabethan, Restoration, Georgian and neoclassic periods and schools, and the works of such as Ionesco, Brecht, Beckett, and Moliere. Improvisations, scenes, monologues. Theatre attendance is required. May be taken for graduate-level credit.
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THEA 455 - Audition Techniques (3 credits)
Prerequisite: THEA 157 and THEA 211 and THEA 242
This course explores and practices audition theory and techniques. Audition pieces of various styles and periods are developed and critiqued. Different formats for auditions are utilized.
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THEA 485 - Honors Thesis (3 credits)
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THEA 495 - Seminar in Contemporary Theatre (3 credits)
Prerequisite: Senior standing and THEA 220
This is a required capstone course for students graduating with a concentration in theatre. The course deals with issues in contemporary theatre and practical matters surrounding careers in theatre. Recital, portfolio, or thesis is required. Theatre attendance is required. Offered fall semester. May be taken for graduate-level credit. (CWRM)
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THEA 497 - Advanced Individual Projects (1-3 credits)
Prerequisite: Junior standing; consent of faculty supervisor; additional course prerequisites depend on project
The student contracts with faculty to explore learning activities of a creative nature beyond the scope of regular course offerings. May be repeated for a maximum of six credits. May be taken for graduate-level credit.
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THEA 498 - Internship in Theatre (3-15 credits)
Prerequisite: Consent of the department; formal application required
A non-classroom experience designed for a limited number of junior and senior majors to complement their academic preparation. May be repeated for a maximum of 15 credits. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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THEA 499 - Directed Study in Theatre (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. May be taken twice for a maximum of six credits. Offered either semester.
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Women’s and Gender Studies |
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WMST 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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WMST 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit (CSYS)
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WMST 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS )
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WMST 499 - Directed Study (1-3 credits)
Consent of the department chairperson; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits.
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